Diagnostic Mathematics Assessments for Middle School Teachers are written tests that measure mathematics knowledge in four content domains (Number/Computation, Geometry/Measurement, Probability/Statistics, Algebraic Ideas) and across four types of knowledge (Memorized Knowledge; Conceptual Understanding; Problem Solving/ Reasoning; and Pedagogical Content Knowledge). Researchers, professional development providers, and course instructors can administer the assessments as pre- and post-tests before and after workshops, institutes, or courses to determine growth in teachers' content knowledge. Multiple parallel versions of each assessment are available.
Content
Teacher Knowledge
Administration information
Free
Access and Use
Cady, J. & Rearden, K. (2009). Delivering Online Professional Development in Mathematics to Rural Educators. Journal of Technology and Teacher Education, 17(3), 281-298.
Lim, W., & Guerra, P. (2013). Using a Pedagogical Content Knowledge Assessment to Inform a Middle Grades Mathematics Teacher Preparation Program. Georgia Educational Researcher, 10(2).
McGatha, M. B., Bush, W. S., & Rakes, C. (2009). The Effects of Professional Development in Formative Assessment on Mathematics Teaching Performance and Student Achievement. Journal of MultiDisciplinary Evaluation, 6(12), 32–43.
Psychometrics
Saderholm, J., Ronau, R., Brown, E. T., & Collins, G. (2010). Validation of the Diagnostic Teacher Assessment of Mathematics and Science (DTAMS) Instrument. School Science and Mathematics, 110(4), 180–192.